Revista simpozionului Eficienta si calitate in educatie 2018 Revista simpozionului | Page 19

An adapted communicative approach Students who have an auditory impairment benefit most from the presence of a sign language interpreter. The teacher needs a specialist’s support in such cases in order to make the learning process possible. Difficulties occur when there is little access to resources or when the teacher's methods don't have professional support. Learning sign language could be an option, although it is time consuming and it needs constant improvement – i.e. course after course. In Romanian schools we are often faced with the situation of having to teach deaf students without having sign language training. Moreover the availability of professional support is scarce, which leads to pressure on the teacher and a lower quality of the learning act. The teacher must find a common ground on which to establish communication with the impaired learners. And this requires a lot of dedication, determination and hard work. Community support Students with special educational should get support from community as well. This could be in the form of support for the families, special counseling, medical care, work opportunities and so on. Support programs have been developed at the national level, and many have been successfully implemented in schools. Non- profit organizations provide support to students in difficulty, and continue to provide support for them after graduation. Family support is also of paramount importance. In some cases, children have to travel far for home and go to boarding school in order to have access to SEN education. In some situations, inclusion in local schools represents the less traumatic choice for the child and their family. The community thus plays an important part in the assistance provided to families that struggle with an “educational” crisis for their SEN child. If this crisis is doubled by poverty and unemployment, the family environment becomes an obstacle in the personal development of any child, not just in the case of a physically or psychologically challenged human being. Conclusion The close collaboration between school structures, family and community represents the success formula for SEN children. Even so, individual conditions differ from case to case, and the teacher always depends on his/her power of adaptability and flexibility to the requirements that come with every new SEN student. Bibliography: Alderson, J. & Jarvis, S. Introduction to Supervision for Child Welfare Services. 1999. Gerguţ, A., Neamţu, C., Psihopedagogie specială, Editura Polirom, Iași. 2000. UNESCO&UNICEF, Pachet de resurse pentru instruirea profesorilor. Cerințe speciale în clasă, 1993. 19